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Contested perspectives on the social impacts of a residential fieldtrip
No full textBackground: Research into outdoor learning reveals social benefits for trip participants, both individually and collectively. However, this is not universal and individual participants can experience increased isolation from the wider group. Purpose: This research investigated the underexplored negative experiences of an individual trip participant, in the context of a program promoting collectivist beliefs. Methodology/Approach: An ethnographic methodology was adopted, to include full immersion into all aspects of the week-long trip. Data were collected by observation and interviews and analyzed using a conceptual framework around individualism and collectivism. Findings/Conclusions: The teachers perceived the trip as successful, in meeting their collectivist goal of enhancing group cohesion, and data revealed the building of community feelings amongst the majority of participants, alongside feelings of belonging, togetherness and mutual support. However, one participant exhibited contrasting individualist perceptions and experiences around interpretations of freedom, privacy, adversity and cohesion. Implications: Trip leaders need to be mindful of participants as individuals, taking care not to seek nor project a blanket group identity over all. Within the confines of health and safety and duty of care boundaries, and commensurate with the age range of trip participants, accompanying teachers should understand and respect individual needs within collectivist group socialization agendas
Templates and temporality: an investigation of rhythmic motor production in a young man with Down Syndrome and Hearing Impairment
No full textThe musical rhythmic abilities of people with Down Syndrome (DS) reportedly exceed their general cognitive abilities. Although they display atypical rhythmic production in musical motor tasks, little is known about how their developmental and cognitive differences affect temporal perception or production. Additionally, hearing impairment often excludes potential participants from studies, further limiting our understanding. This case study examined the rhythmic ability of one young adult with DS and moderate-severe hearing impairment when producing limb-motor movements to music in auditory-only and auditory-visual conditions. His temporal accuracy was observed for gross-motor movements to music. Measurements were made of his temporal accuracy and stability when tapping on a drum at three tempi, and when tapping to non-isochronous rhythms. Results revealed temporal deficits in all tasks. However, production improved in tasks that were augmented with visuo-spatial stimuli, and in isochronous beat entrainment at the fastest tempo. Findings were compared to the participant’s cognitive and perceptual profile. Results suggest that his production was limited by developmental factors, but that auditory memory deficits and hearing may account for instability in isochronous entrainment tasks and delayed onset of timing. Recommendations are made for supporting skills in production and perception of auditory rhythms within the DS population
Lighting candles and writing prayers : observing opportunities for spiritual practices in churches in rural Cornwall
No full textAlthough there has been a growing number of empirical studies examining the content of written prayer requests left on prayer boards and in prayer books in cathedrals and churches, there has been no study of the contexts in which such personal devotional activities take place. In a survey of provision in nineteen churches in North Cornwall during August 2013, the present study aimed to explore whether and how rural churches provide for personal prayer and reflection for those outside their gathered congregations. Results indicated that where provision for personal prayer and reflection was evident, it usually took one or more forms, including opportunity to: enter an ‘open’ church; write prayer requests; light votive candles; or add names to memorial books. It is argued that analyses of these physical contexts may offer important insights into how churches understand and express their ministry to visitors seeking this kind of personal devotional space within their church buildings
A modern tale of success in the forest of Sherwood.
No full textThe article considers strategies used by a cluster of schools in a low income context to support children's abilities, attainment and aspirations
Is a good teaching assistant one who ‘knows their place’?
No full textTeaching Assistants’ (TAs’) roles in mainstream English primary schools continue to evolve. Research suggest that TAs play a vital role in managing behaviour and can have benefits for both teachers and children in relation to supporting positive behaviour in the classroom. However, there is a lack of clarity as to what constitutes TAs’ role, particularly when their pedagogical contribution outweighs any other form of support provided to schools. With a lack of clarity in what constitutes the teachers’ and the TAs’ role, TAs’ responsibilities for managing behaviour are opaque. As a result, opportunities for TAs to manage behaviour can be reduced due to their concerns over undermining teachers. The research this paper draws on found TAs were often passive observers in relation to behaviour management as they did not understand how their role correlated to that of teachers’. The concept of what TAs in this research described as ‘knowing their place’ in relation to managing behaviour will be introduced and discussed. Strategies to support TAs in ‘knowing their place’ in a positive, as opposed to pejorative way in managing behaviour will be considered through a range of different approaches to their direct work with children and teachers. The paper then concludes with some ‘next steps’ for schools to consider in supporting TAs to affirmatively find their ‘place’ in managing behaviour
Working memory abilities in children with autism spectrum disorder
No full textThe aim of the present study was to investigate possible differences on working memory abilities between children with Autism spectrum disorder and typical children. The potential facilitating effect of verbal mediation on working memory was investigated measuring children’s ability to use language-based encoding and rehearsal processes to enhance working memory. Method: Participants were divided into two groups: a group of 26 children diagnosed with Autism spectrum disorder (16 boys and 10 girls) and to a group of 25 typical controls (17 boys and 8 girls) matched on nonverbal intelligence. Examination of working memory was based on non-verbal variants of the non-spatial, self-ordered pointing test (SOPT) devised by Petrides and Milner (1982). Both the Verbal Span Test and the Self-ordered tests were performed to the participants. Results: The resulting profile on memory abilities in children with autism was characterized by relatively poor memory for complex verbal and visual test. The different pattern of memory performance between the two groups indicates that the more complex the task and the information being processed, the more taxed the resources of the memory system become. Discussion: The results provide useful information to take into consideration when designing interventions for children with Autism spectrum disorder in clinical and educational settings